Wexham SchoolSports College

Ofsted Report

In November 2017 the School was inspected by Ofsted and judged as GOOD in all catorgories with the following highlights.

The school’s work to promote pupils’ personal development and welfare is outstanding.

Many integrated elements of the curriculum contribute to the school’s excellent work to prepare pupils for their lives beyond school.

Staff morale is high.

Professional development for staff is well considered and effective.

Pupils and sixth-form students now make good progress.

Pupils are sensible, considerate of others, and get on well together and with staff.

Pupils respect the diversity of their backgrounds and lifestyles.

Pupils participate enthusiastically in the rich range of extra-curricular activities.

A valuable feature of pupils’ and students’ learning is the breadth of insight and sensitivity they acquire about the world around them.

Parents and staff are rightly confident that pupils are safe; pupils confirm that they feel safe. All staff, especially the pastoral team, provide exceptionally thoughtful care for all pupils and students.

Pupils who have special educational needs (SEN) and/or disabilities, including those in the autistic spectrum disorder resource base, receive the best possible physical, educational and emotional support to flourish.

Sixth-form students mature into thoughtful young adults, and practically all of them move onto worthwhile study, training or employment.

Governors rightly describe the school as aspirational, rapidly improving and socially cohesive.

Pupils who speak English as an additional language, some of whom arrive from overseas with no more than a few words of English, are taught by experienced and skilful teachers. They make rapid progress and join in mainstream lessons as quickly as possible.

Emotional and practical kindness drives the school’s care for all its pupils and students.

The nurture for pupils who face difficult situations at home or have personal, health and learning needs is exemplary.

In all years, the gap between boys’ and girls’ progress has narrowed, and differences between disadvantaged pupils’ progress and that made by other pupils have narrowed or disappeared, particularly in Years 7 to 9.

An above-national proportion of students are in education, training or employment after leaving, something that the headteacher rightly believes to be an important outcome.

The Years 12 and 13 retention rate and the completion of study programmes are strong. In 2017, over three quarters of students went on to university, and practically all the others into work or apprenticeships.